Ricardo Character Analysis
Social/Emotional Development
Ricardo often participates in positive interactions with peers, teachers, and adult workers within the classroom and outdoor settings. In terms of his relationships with peers, Ricardo engages in play with a variety of children, including JoJo, Ezequiel, Tom, and Mara, thus indicating he is currently incorporating his understanding of friendship by playing alongside with other children (SED 4). To enter these play scenarios, Ricardo often locates himself near the play areas, observes participating children, and initiates interaction by mimicking other children’s actions and picking up the materials or toys being used (COG 2). The types of play Ricardo regularly involves in both indoor and outdoor activity are solitary, …show more content…
In terms of preference, he seems more engaged during outside play with other peers that are non-teacher directed such as playing monster with Tom and Mara. In terms of self help skills, he sometimes needs a teacher’s assistance for toileting, turning on the faucets, drinking fountains, and opening the doors. However, some self helps skills that I believe he is able to manage is dressing up and taking responsibility for clothing and personal belongings. As Ricardo seeks interactions with teachers and adult workers during indoor and outdoor time, he is actively developing relationships with adults (SED 3). Overall, Ricardo’s social and emotional development is moving in a positive direction. As Ricardo continues to develop his social and emotional development, it is likely the child will continue to build his developmental level of social and emotional development and respond to …show more content…
He is currently exploring his understanding the cognitive domains of spatial relationships, cause and effect, classification, and number sense of quantity (COG 1, COG 3, COG 4, COG 5). Although some domains of cognitive are still developing, it is likely additional time spent in the environment will allow for the exposure and practice necessary to advance these all the levels (COG1, COG 2, COG 3, COG 4, and COG 5). In relation to his capabilities, he is able to act on his environment as a means of understanding cause and effect, classification, and demonstrating awareness of quantity when completing activities in the classroom (COG 3, COG 4, and COG 5). Additionally, the child is able to identify his own picture and his peers (SED 1), and use writing materials to make scribbles on paper and chalkboard. Mathematical development is also being responded and explored throughout the time spent in the environment. The length of time he spends at such activities varies based on many factors, including what other children are participating, how many activities are being offered, and what kind of materials or toys he is interested
Ricardo often participates in positive interactions with peers, teachers, and adult workers within the classroom and outdoor settings. In terms of his relationships with peers, Ricardo engages in play with a variety of children, including JoJo, Ezequiel, Tom, and Mara, thus indicating he is currently incorporating his understanding of friendship by playing alongside with other children (SED 4). To enter these play scenarios, Ricardo often locates himself near the play areas, observes participating children, and initiates interaction by mimicking other children’s actions and picking up the materials or toys being used (COG 2). The types of play Ricardo regularly involves in both indoor and outdoor activity are solitary, …show more content…
In terms of preference, he seems more engaged during outside play with other peers that are non-teacher directed such as playing monster with Tom and Mara. In terms of self help skills, he sometimes needs a teacher’s assistance for toileting, turning on the faucets, drinking fountains, and opening the doors. However, some self helps skills that I believe he is able to manage is dressing up and taking responsibility for clothing and personal belongings. As Ricardo seeks interactions with teachers and adult workers during indoor and outdoor time, he is actively developing relationships with adults (SED 3). Overall, Ricardo’s social and emotional development is moving in a positive direction. As Ricardo continues to develop his social and emotional development, it is likely the child will continue to build his developmental level of social and emotional development and respond to …show more content…
He is currently exploring his understanding the cognitive domains of spatial relationships, cause and effect, classification, and number sense of quantity (COG 1, COG 3, COG 4, COG 5). Although some domains of cognitive are still developing, it is likely additional time spent in the environment will allow for the exposure and practice necessary to advance these all the levels (COG1, COG 2, COG 3, COG 4, and COG 5). In relation to his capabilities, he is able to act on his environment as a means of understanding cause and effect, classification, and demonstrating awareness of quantity when completing activities in the classroom (COG 3, COG 4, and COG 5). Additionally, the child is able to identify his own picture and his peers (SED 1), and use writing materials to make scribbles on paper and chalkboard. Mathematical development is also being responded and explored throughout the time spent in the environment. The length of time he spends at such activities varies based on many factors, including what other children are participating, how many activities are being offered, and what kind of materials or toys he is interested